694 research outputs found
The Essential Focus of Statutory Interpretation
Symposium on Judicial Lawmaking in Relation to Statutes, presented at the Association of American Law Schools\u27 Round Table on Legislation, Philadelphia, December, 1960
The Essential Focus of Statutory Interpretation
Symposium on Judicial Lawmaking in Relation to Statutes, presented at the Association of American Law Schools\u27 Round Table on Legislation, Philadelphia, December, 1960
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Geological Problems in Radioactive Waste Isolation Second World Wide Review
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A Semi-Analytical Solution for Partial Penetration in Two-Layer Aquifers
Lunar surface engineering properties experiment definition Quarterly report, 1 Oct. - 31 Dec. 1968
Mechanical properties of simulated lunar soil
Cohomology of finite dimensional pointed Hopf algebras
We prove finite generation of the cohomology ring of any finite dimensional
pointed Hopf algebra, having abelian group of grouplike elements, under some
mild restrictions on the group order. The proof uses the recent classification
by Andruskiewitsch and Schneider of such Hopf algebras. Examples include all of
Lusztig's small quantum groups, whose cohomology was first computed explicitly
by Ginzburg and Kumar, as well as many new pointed Hopf algebras. We also show
that in general the cohomology ring of a Hopf algebra in a braided category is
braided commutative. As a consequence we obtain some further information about
the structure of the cohomology ring of a finite dimensional pointed Hopf
algebra and its related Nichols algebra.Comment: 36 pages, references adde
After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors
After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that childreport of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities
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